Neil Bowen | Thammasat University (original) (raw)

Papers by Neil Bowen

Journal of english for academic purposes, 2021

Plagiarism is a complex issue, torn between theory and practice, expectation and reality, and dev... more Plagiarism is a complex issue, torn between theory and practice, expectation and reality, and developmental and ethical concerns. However, in terms of student/teacher perceptions and practices, most plagiarism research has focused on English as a second/foreign language (ESL/EFL) settings, with little to no research into English medium instruction (EMI) in non-Western locales. Therefore, using a combination of Likert scale items, agree/disagree statements, and open-ended questions, we sampled 395 Thai undergraduates and 46 lecturers on their attitudes, beliefs, understandings, and exposure to plagiarism in EMI programs. We also examined the institutional policies of their universities for definitions and punishments related to plagiarism. Results showed that both groups framed plagiarism as ethically wrong and broadly understood what constituted plagiarism. However, there was a clear disconnect between institutional policies on plagiarism and actual practices. We argue there is more at stake than just misunderstandings, a lack of knowledge, and/or ability on the part of students. As intermediary gatekeepers, teachers play a crucial role in contextualising rigid, broad policies so as to encompass both academic integrity and academic literacy. We conclude by making a number of recommendations with regard to teaching practices, student volition, and institutional mandates.

Journal of Second Language Writing, 2020

Research has repeatedly shown that many student writers struggle to link long stretches of writin... more Research has repeatedly shown that many student writers struggle to link long stretches of writing into a harmonious textual whole. Specifically, problems arise when students are asked to link information co-textually and contextually across larger phases of discourse. Within Systemic Functional Linguistics (SFL), a text-oriented theory of language, co-textual and contextual links are analyzed and operationalized in terms of textual and logical metafunctions, both of which work together to connect and enable experiential and interpersonal metafunctions. Whilst most writing studies to date have concentrated on text as product (synoptic approach), there has been increasing interest in studying text as an evolving process (dynamic approach). The current study contributes to this emerging research by examining the real-time choices made by six student writers. Drawing on keystroke logging software (Inputlog), it explores writers' revision choices within the systems of THEME, INFORMATION, and IDENTIFICATION, in conjunction with the logical metafunction, in order to reveal how information flow through text is managed in real time. Results indicate that complex choices contribute to unfolding cohesiveness and information flow, where choices in specificity and congruency are key contributors to managing texture.

Written Communication, 2020

To date, research into dynamic descriptions of text has focused mainly on the spoken mode; and wh... more To date, research into dynamic descriptions of text has focused mainly on the spoken mode; and whilst writing process research has examined language structures, it has largely ignored the functionality (meaning) inherent in them. Therefore, drawing on Systemic Functional Linguistics (SFL), and keystroke logging software, this paper takes a further step toward an interdisciplinary dialogue by outlining a new schematic for coding and analysing revisions. More specifically, we show how revision activity can be tracked within functional components, across functional components, and across clauses in terms of forward and backward movements. By exploring three digitally constructed texts, which were produced and observed unobtrusively in a natural setting, we have attempted to illustrate how one writer's revising process can be operationalised in terms of (i) chronological movement (sequence), and (ii) spatial movement (location). Findings show how activity was relatively consistent across datasets with regard to session management, revision frequency, and distribution of revision types. Moreover, results also showed how most revision activity occurred at, or ahead of, the point of inscription, particularly with regard to revising the end of clauses. However, findings also indicated that revising the start of clauses was equally as important when considering the size of functional components.

Journal of Writing Research, 2019

To date, research into functional descriptions of unfolding language has been almost entirely foc... more To date, research into functional descriptions of unfolding language has been almost entirely focused on speech. And whilst writing research has examined the revision of language units, it has backgrounded how these revisions contribute to the unfolding of a text’s meanings. Therefore, using Systemic Functional Linguistics (SFL) as an underlying framework, and keystroke logging software (Inputlog) as a data collection tool, this paper takes a first step toward a dynamic description of written text in terms of the language structures, functions, and systemic choices found in the written revisions of two 2nd year UK undergraduates.

More specifically, in detailed textual analysis of four unfolding, digitally composed text, whose end products totalled approximately 1700 words, this paper focuses on the revisions made during consecutive writing sessions, which lasted anything from 8mins to 8hrs 37mins and totalled 56hrs 18mins of recordings. The findings suggest that certain language choices may play a key role when it comes to shaping academic essays, and it is proposed that this new model of analysis can provide an additional perspective on writing behaviour in terms of how meaning-making practices unfold in real time.

WORD, 2018

For many years, word association (WA) data has informed theories of the mental lexicon by analyzi... more For many years, word association (WA) data has informed theories of the mental lexicon by analyzing the words elicited. However, findings are inconsistent and WA research is still waiting for 'a breakthrough in methodology which can unlock its undoubted potential' (Schmitt 2010: 248). In this paper, we offer a new perspective on WA by using keystroke logging (Inputlog, Leijten & Van Waes 2013) to captures the processes of word production. More specifically, we analyse pause behaviour during a continued, typed, word association task with 30 cue words eliciting 4 responses, per cue, to evaluate the strength of links in lexical selection processes. We show a strong positive correlation between pause length and inter-response location, providing empirical evidence which supports the established hypothesis that as more responses are elicited, links between them become weaker. Furthermore, using Fitzpatrick's response classification (2007), we found meaning-based responses were most common in the dataset generally, but, they particularly occurred after longer pauses, and exclusively so after the longest pauses. Position and form-based responses, whilst less frequent overall, typically followed the shortest pauses. In our conclusion we highlight the importance of our methodology in fine-tuning ongoing understanding of how we access the mental lexicon.

Over the last thirty years a number of researchers have attempted to utilise word association tes... more Over the last thirty years a number of researchers have attempted to utilise word association tests to measure second language proficiency, chart developmental progress, and map connection strengths within the mental lexicon. However, in spite of individual advancements, collective findings are somewhat indeterminate and, at times, contradictory. One frequently cited reason for this discord is the instability of associations made by learners. The purpose of this study, therefore, is to investigate two separate, yet inter-related factors, which may contribute to such instability: culture and age. Firstly, it will aim to show, via a between groups study of native-speaking English subjects, that associative strengths can be influenced by sociocultural and temporally anchored beliefs, which stem from historical events and trends. Secondly, and as a consequence of the first aim, it will endeavour to show that the use of first language normative lists and response type profiles is questionable when using low-frequency cue words (CWs). The results show that: (1) there is a correlation between age and overall response type profiles, which can be partly attributed to the affects of a small selection of CWs; (2) response frequencies are heterogeneous between age groups, but relatively homogeneous within groups. Overall, the findings suggest that a more fine-grained approach to individual analysis may be more beneficial when using low-frequency CWs.